Mentor Twilight: 20.2.18 Year 1 School-Based Training (BA Primary) Welcome JESS Thank you for hosting our first year trainees on placement Jess Baines-Holmes, Kathryn Clements, Richard Harvey-Swanston

Twilight Session Outline: Headlines SBT 1 handbook – weekly schedule Professional development & e portfolio (including action planning and PH form) Expectations for planning Assessment of trainees Top tips! Mentor Standards

Headlines All trainees exceeded minimum standards 68% attained a Grade 1 overall 96% of trainees rated the quality of their school-based training as very good 96% of trainees said that verbal and written feedback from their mentors was effective in supporting their critical evaluation of lessons

Primary Partnership Priorities for 2017/18 To further support trainee wellbeing and teacher retention by embedding the Independent Teacher Workload Review Group recommendations; To further develop the quality of training following the Post-Carter Review Group recommendations; To further improve trainee progress and attainment in: Teachers’ Standard 3d: Teaching of early reading; Teachers’ Standard 5: Adapting teaching to respond to the strengths and needs of all pupils; Teachers’ Standard 6: Make accurate and productive use of assessment. So that: Trainees are equipped to improve outcomes for all learners with particular attention to diminishing difference; Trainees have appropriate skills and knowledge to be well prepared for their NQT year and a career in teaching. These are partnership priorities for this year. Last year there was a slight dip in TS3d – early reading, so this a focus this year. TS5 continues to get less grade 1s than other standards. Please when doing your assessments focus on enabling trainees to really meet the needs of individual pupils. Your role as a mentor here is key. TS6 Particularly support trainees here in how you use your data and how you use it to inform your planning

What’s new? Weekly evaluation Focus on disadvantaged learners No interim report (PB) Weekly evaluation In response feedback and the workload review we are asking trainees to do a weekly evaluation of their progress during the week which will be recorded on the mentor meeting record (PH) form rather than a separate evaluation on pebblepad. Trainee needs to understand the school’s position in terms of disadvantaged learners. No interim report PB form for Year 1 – PA in week 4 o 5 essential as an opportunity to raise any concerns prior to block weeks. Slight change in number of serial weeks / Easter holiday - all get three week university break this year

Introduction to SBT1 Handbook: Useful information Aims & Expectations Professional development Assessment of trainees Appendices JESS – through to Professional development (slide 16) Please look at the handbook, these are the sections of the handbook. As with the SBT handbooks on all routes please read it in conjunction with the Primary Partnership in Education handbook (PPiE) Please note on p.2 section 1.1 Safeguarding our commitment to ensuring that our trainees are fully aware of and able to act upon their safeguarding duties as members of your school. We make it a requirement in week 1 of SBT2 that they all receive safeguarding induction in school and that this is recorded by the trainee on the PH form this week. I would also like to draw attention to the set of bulletins which have been developed which provide an overview on key safeguarding issues. Section 2: outlines all useful information and has a reminder of key forms (these can all be all found within PPiE and at http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ The appendices outline the) essential tasks and two professional learning opportunities PLOs which have been designed to enable trainees to gather and use information that will support their achievement of the learning outcomes of their school based training .

Aims: This first school-based training period aims to provide opportunities for trainees to gain specific experiences in order to develop and demonstrate professional attributes, skills, knowledge and understanding linked explicitly to the Teachers’ Standards. It also enables trainees to reflect on and evaluate their experiences, identify professional strengths and development needs and set targets for improvement.   This first school-based training period aims to provide opportunities for trainees to gain specific experiences in order to develop and demonstrate professional attributes, skills, knowledge and understanding linked explicitly to the Teachers’ Standards. It also enables trainees to reflect on and evaluate their experiences, identify professional strengths and development needs and set targets for improvement. What does a first year trainee look like? May have worked as an HLTA and has a diploma in Education & training, worked as INA in a special school for several years, or in a secondary school OR May have less actual school experience but has worked in the retail sector for years and have a family Or they might be 19, living away from home for the first time, with the minimum two weeks experience in school (listening to individual readers in the corridor and some laminating) Their pen portraits on the their e portfolio will give you a flavour of this What the Year 1 placement aims to do is develop their knowledge and understanding from these different starting points with a focus on making a positive impact on pupil progress in whatever they do, but in planning and teaching focus on group work. Those with more experience will also be engaging in whole class interactions from an early stage. For some it is a really steep learning curve. They have had a range of modules English, maths, science computing PE and FS. In these they have considered their own subject knowledge and pedagogical approaches. They have just started to consider actual lesson planning and have engaged in micro teaching and writing a lesson plan or this At the end of the placement – what do we want our trainees to be? Professional - Clear expectations – if an aspect dress is not appropriate, or any aspect of their professional conduct please make your expectations explicit and if there are any concerns let us know. Confident interacting with the whole class, developing a teacher presence; Confident planning and assessing in the context of a group, beginning to plan a plenary or introduction. Some will be planning whole class lessons but this should be occasional, really want them to secure and develop planning and assessing working with small groups – a series of lessons rather than occasional one offs. Be pro active is a key message I give to our first year trainees, however some need pushing and do not yet have the confidence to make suggestions please encourage them to make the most od the opportunities you are providing.

Working in the Classroom Weeks 1 – 2 (2 days a week) 100% in class Focus on getting to know the pupils and their individual needs / school and class behaviour policies / assessment procedures Weeks 3 – 5 (2 days a week) 100% in class Focus on pupil progress – planning and assessing for a group in maths or English Weeks 5 – 10 (block weeks) 50% in class Continue the focus on pupil progress – planning and assessing for a group over a week assuming increased responsibility and whole class interaction. SBT1 is collaborative - working closely with the Class Teacher throughout. The structure of the SBT: As in previous years we have the combination of serial wrap around days followed by a block Serial / Wrap around days in school / uni allow trainees : To link theory and practice – still having maths , English and ES Education studies sessions are planned to provide the time, space and support for trainees to share ideas and learn from the experiences of others, to reflect on what they are observing in school and make these connections to theory. Engage with policy, so they will be looking for and may welcome opportunities to discuss school policy (this is not required as part of the assignment and it not your or the CT role to support them in any assignments!) The focus is on effective teaching and learning & making a positive impact on pupil progress. We do want them to build up the confidence to work with the whole class as and when appropriate – section 3.3 in the handbook outlines how and when this MIGHT happen. Trainees have been introduced to the planning pro forma , what goes where, however learning to plan happens on the job, they will need support framing learning intensions, knowing how much to fit into a 30 minute sessions etc. Often in these serial weeks this provides challenges for some students as CTs are planning later in the week, if CTs can email a plan or suggest a group activity that the trainee can plan for in this is helpful for their development. Direct trainees - how to use their time to ensure they get the best of the opportunity you are providing.

Working in the Classroom – block weeks only 50% of trainee time is designated as non-contact for: Recording achievements Evaluating teaching (group and/or whole class interactions) Planning future learning and preparing resources Reflecting on personal progress and updating Professional Action Plan Observing other teachers Completing outstanding tasks /PLOS This time should be clearly timetabled and carried out in school at times agreed with the class teacher They should have a timetable that they negotiate with the CT to support this.

Expectations for planning For all areas of learning /subjects: This proforma should be used for all group session and whole class inputs Refer back to p.8 in section 3.3 Guidance and Support for further information on planning Trainees should plan on the university template for all subjects working with pairs or groups as well as whole class interactions. trainees will still need quite a lot of support with planning, Stress that trainees should be planning and evaluating using the university lesson plan pro forma for KS1/2 or session plan for FS even when working with very small groups - they need this experience from the start and as evidence of their own learning. Only exception is discreet phonics teaching where this pro forma is less helpful.

Core elements for lesson plans Teacher development focus Lesson Context Objectives and outcomes Prior knowledge and skills Learning plan Assessment Meeting individual needs Evaluation and Reflection As set out on p.72 of PPiE and appendix 13 of SBT2 handbook. Look at the prompts on P45 of the handbook - these can be used to support thinking about the planning process from the beginning. The UoB planning pro forma incorporates these core elements. Direct to prompts in appendix

Weekly Overview of Expectations Section 3.3 Guidance and support for SBT1 explains what we mean by some of the terms we refer to in the weekly overview. Each week details what should be happening in the classroom (classroom experiences) and in non contact time (professional development and training) What the teaching load should be and the mentor support and assessment which should be taking place. NB trainees should ‘find out about the disadvantaged learners’ in your class.

Weekly Overview of Expectations Block weeks

Areas of learning & Subjects Trainees are expected to have the opportunity to teach mathematics, English (inc phonics) It is desirable if the trainees have the opportunity to observe / plan / teach a range of other subjects Trainees in the FS need to engage learners in the three prime areas AND support children in the four specific areas.

Appendices: Tasks and PLOs Essential TASKS to be completed 1: School Context 2: Supporting Disadvantaged pupils 3. Behaviour Management 4: SSP/Phonics 5. Mathematics 6. SEND Optional Professional Learning Opportunities – if the SBT affords the opportunity 7: EAL 8: Languages The tasks are designed to be carried out early in the SBT to help trainees become fully prepared in their teaching role. These tasks form an important part of the SBT and will help to develop understanding and skills in a number of key relevant priorities for primary education. School context – doing now, finding out about the philosophy and practices of the school, the routines of the class, the needs of the learners. Including finding out about strategies for disadvantaged learners within the class. Supporting disadvantaged learners – class / school context Behaviour task review their TS7b professional action plan thinking about the three elements of behaviour management as identified in the post Carter Bennet review: the routines, responses and relationships Phonics – all trainees either in KS1 or KS2 need the opportunity to observe , teach phonics and ideally be observed. May need support negotiating this if it requires going into another KS or feeder school. Maths looking at resources / calculation policy of the school. SEND – profile child, finding out in detail about the educational needs of one pupil with SEND They are divided into essential tasks and optional PLOS (EAL & languages)

Professional Development Section 4 Professional development Trainee professional development : THINK, DO , REVIEW, talk to someone (the mentor meeting) Professional development is evidenced by the professional school file and the e-Portfolio (PebblePad)

The Action Planning Cycle From Action Plan Mentor meeting Weekly evaluation and preparation for mentor meeting This is PPiE – all programmes follow this cycle. It represents the professional learning cycle of think, do, review and talk to… The action plan is in the e-Portfolio on pebblepad and needs to be engaged with weekly at the mentor meeting – this is the ‘think’ part as a maximum of 3 targets need to be chosen. Mentors support trainees to prioritise their learning focus and create SMART targets (they will come with three bespoke targets and a common target for TS6). The ‘do’ part is when a target is selected for a particular lesson and entered into box A of the lesson plan proforma. This is where the trainee’s learning becomes linked to the impact of their pedagogical choices on pupils’ learning. The ‘review’ is in lesson evaluation and in reviewing their progress in preparation for the mentor meeting where they share their evaluations. The target in box A is the same as the one on the action plan and reviewed on the PH form (mentor meeting). The ‘talk to’ is talking through their progress with the mentor at the weekly meeting. This way a single target can be tracked and signed off on the action plan at the mentor meeting. Trainees need to share with you where they think they have made progress. Planning lessons and activities Evaluating learning

PH Form Record of mentor meetings with a checklist for the weekly review. The trainee should complete this form! Weekly evaluation of action plan targets. Completed by trainee prior to the weekly meeting. Trainees should take notes in this section to record the key ideas arising from the discussion. See ‘mentor meeting checklist’ for useful set of prompts to guide discussion. This is where trainees evaluate their week and then this form is uploaded to pebblepad. The checklist can be used to help guide the mentor meeting (the middle part of the form) It has been updated this year. Future targets and actions linked to the standards for action plan.

Professional action plan Targets Arrive with 3 targets (TS7b, TS2a and 1 bespoke) Clearly written, centred on learning and SMART Review at each mentor meeting (PH). Once on SBT, targets are based upon feedback from mentors and university tutors Actions Relevant and specific to the learning target A range of activities including: people to talk to, things to read, observations and how to implement this in practice For examples of targets and actions - see the action plan menus on the mentor blog. Personal targets are from feedback (PA/PB/PC). By now trainees understanding of what a target is and what actions are should be becoming embedded. Encourage the use of the grading descriptors to support and using the wording in the targets. Reminder of action plan menus A target not a task but it is centered on learning emphasize this The actions are things that you act on in order to reach that learning Targets (not a task or activity) Actions Range – meetings, observations of named people (year 2 class teacher), subject leader, EYs co-ordinator, speech therapist, videoing practice to discuss with mentor, scritising and comparing children’s work against national data, setting homework, Target – joint observations of another teacher with mentor and opportunity to discus post observation, attendance on a school trip, observation of parent/carer consultations Requirements – these then become part of your learning rather than seen as something separate

Professional Action Plan for Teaching Standard 2 (b) All have TS2b and TS7b bespoke standards Trainees are able to access a bank of example action plans to use as ideas for clear targets and appropriate actions. https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContentEditable.jsp?content_id=_2836133_1&course_id=_26459_1

Assessment of trainee progress School mentors and university tutors assess at agreed points Progress is graded (1, 2, 3 or 4) against the UoB Grading Descriptors An overall grade is given using a ‘best fit’ approach If progress is grade 4 or does not meet requirements for Part 2 of the TSs/Code of Conduct this triggers the ‘Enhanced Support’ process (PD). School mentor will complete a trainee progress report (PA) on at least three occasions. At least one, but preferably two of these will be joint with the University Tutor. Trainee uploads PA to PP Assessment of your progress … is assessed on the quality of your impact on the learner’s progress. Comments should be made in: Box 1 (PA Form) – Evidence of progress/improvements made in relation to meeting the standards and trainee impact on pupil progress. Responses may derive from previous feedback and scrutiny of e-portfolio, teaching file and completed tasks and PLOs. Box 2 (PA Form) – is a lesson observation but the overall grade agreed upon is not solely based on this lesson observation as consideration must be given to the trainees’ overall progress. Grade 4 – the grading descriptor wording is often ‘unable to’ use this to support your judgements.

This is judged on the Placement Progress (PA) form PART TWO: PERSONAL AND PROFESSIONAL CONDUCT Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. This is judged on the Placement Progress (PA) form Consistently high / Needs enhanced support and on the Final Assessment Report (PC) form Consistently high / Fail Additional standards – just as important and the numbered standards from part 1 Pie handbook has examples part 2

Making judgements and grading according to the UoB grading descriptors Grades should relate to the trainees’ performance in relation to being first year trainees working with groups Grading should take all areas of the trainees practice into account: Observations Professional school file/ e-portfolio General aspects such as professionalism and engagement Every trainee is entitled to fair and accurate assessment. University tutors moderate to ensure that we are all judging trainees in the same way. Progress reviews (PA form) are holistic, we never take one lesson and say that lesson was grade 2 therefore that is what the trainee is. Grades are moderated during university tutor visits

Recording progress (forms) PA Form: Records evidence of progress and awards a grade. This grade reflects overall progress, not just based on an observation. Recommended dates for completion are Weeks 4, 6 and 8 (see appendix 10) but there is flexibility.

Recording progress (forms) Final report (PC) sent to UoB & university tutor. Trainee uploads to e-Portfolio. Wednesday 9th May Grades are used to identify need for additional support Trainees with 4 or more grade 3s (current or potential) at PB will trigger intervention via the university tutor / intervention team.

Top Tips to support trainees’ progress Potential actions for trainees include: Planning with class teacher (including identification of key subject knowledge) using core element prompts Additional observations of trainee’s subject knowledge using developmental feedback form (PK) Coached observations of other teachers’ practice Video of trainee and playback with coaching Based on feedback form trainees and schools these are some of the features that we know contribute to a highly successful SBT and to trainees making excellent progress.

Please alert us to any concerns! SBT1 - Points of Contact The University Tutor The Partnership office Any concerns, please contact Jess Baines-Holmes Richard Harvey- Swanston Full contact details in the Year 1 SBT1 Handbook Please alert us to any concerns!

Forms and where to find them… http://blogs.brighton.ac.uk/mentors/mentoring-resources/primary/ A reminder that all forms are available online along with short (2 minute) video clips to support Forms are available as a hardcopy in the PPiE handbook online. Once completed, forms should be shared with the UoB Partnership Office, university tutor and trainee. Please alert us to any issues as soon as possible

National standards for mentors (2016) ITT Providers and school leaders should use the standards to: raise the status and recognition of the mentoring role; bring consistency in mentoring within any agreement made with schools in delivering ITT; inform the training of mentors and monitoring of their support to trainees; establish rigorous mentor selection processes; and enhance the professional development of mentors including developing or identifying training needs.

2016-17 The standards were published in July 2016. Last year we: Audited our provision and expectations of mentoring in consultation with partners using the standards Introduced the standards in training sessions Created a self-evaluation tool for mentors Strengthened communication and dissemination using the mentor blog website

2017-18 For this year we have added to our Partnership Handbook and Agreement (PiE) the expectation that: HTs appoint mentors using the standards as a guide Mentors engage with the standards to support their professional development We need volunteers to be part of a working group to embed the standards in schools. Interested? Contact K.A.Clements@brighton.ac.uk

New mentor training All mentors are welcome! Wednesday 14th March It is expected that all mentors in the partnership are appropriately trained. This session is primarily for new mentors and focusses on providing quality written feedback using the partnership forms and processes as outlined in the Partnership in Education handbook (PiE). All mentors are welcome! Wednesday 14th March 4-4.30 refreshments 4.30-6.00 session Book via EducationPlacements@brighton.ac.uk

Key Dates 2 days a week: 5 weeks Monday 19th Feb – Tuesday 20th March Block weeks: 5 weeks Monday 16th April to Friday 18th May Assessment points: Final Report (Form PC) Wednesday 9th May Minimum of 3 formal observations (form PA), plus developmental feedback (form PK, if required) JESS

Thank you For supporting our trainees and taking the time to familiarise yourself with this presentation. JESS